few_shots: Example:
Problem/activity:
Task
Cruz and Erica were both getting ready for soccer.
Cruz ran 1 lap around the school.
Erica ran 3 laps around the playground.
Erica said,
I ran more laps, so I ran farther.
Cruz said,
4 laps around the school is 1 mile, but it takes 12 laps around the playground to go 1 mile. My laps are much longer, so I ran farther.
Who is right? Draw a picture to help you explain your answer.


Mathematical concept/skill options: 
A. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
B. Extend understanding of fraction equivalence and ordering.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C. Use equivalent fractions as a strategy to add and subtract fractions.
D. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
E. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
F. Understand decimal notation for fractions, and compare decimal fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.


Thought: In this problem, students learn to recognize equivalent fractions. That is, three laps around the playground is 3/12 mile, which is equivalent to 1/4, which is one lap around the school.
Answer: B

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_000212

4
options: Apply and extend previous understandings of numbers to the system of rational numbers.

Perform arithmetic operations with complex numbers.

Use properties of rational and irrational numbers.

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

Use complex numbers in polynomial identities and equations.

Perform operations on matrices and use matrices in applications.

Compute fluently with multi-digit numbers and find common factors and multiples.

Know that there are numbers that are not rational, and approximate them by rational numbers.

Represent and model with vector quantities.

Extend the properties of exponents to rational exponents.

Perform operations on vectors.

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

Represent complex numbers and their operations on the complex plane.

Reason quantitatively and use units to solve problems.
problem_activity: Task
For this task, the letter $i$ denotes the imaginary unit, that is, $i=\sqrt{-1}$.
For each integer $k$ from 0 to 8, write $i^k$ in the form $a+bi$.
Describe the pattern you observe, and algebraically prove your observation.  In particular, simplify $i^{195}$.
Write each of the following expression in the form $a+bi$:
$i^2 + i + 1$
$i^3 + i^2 + i +1$
$i^4 + i^3 + i^2 + i +1$
$i^5 + i^4 + i^3 + i^2 + i +1$
$i^6 + i^5 + i^4 + i^3 + i^2 + i +1$
$i^7 + i^6 + i^5 + i^4 + i^3 + i^2 + i +1$
$i^8 + i^7 + i^6 + i^5 + i^4 + i^3 + i^2 + i +1$
Describe the pattern you observe, and algebraically prove your observation.  In particular, compute
$$
i^{195}+i^{194}+\cdots+i^2+i+1.
$$


correct_option_index: 1